Jytte Bang

• Professor (Associate) at University of Copenhagen

The aim of this article is to discuss how mutually enriching points from both affordance theory and cultural-historical activity theory can promote theoretical ideas which may prove useful as analytical tools for the study of human life and human development. There are two issues that need to be overcome in order to explore the potentials of James...

The aim of this article is to shed light on how environmental standards in the life of youths influence the development of self. We propose the concept of 'subjectified subjectivity' to grasp these person-environment dialectics in a general form. By elaborating on these conceptual understandings of youth life, the article also seeks to understand y...

The aim of this article is to shed light on how environmental standards in the life of youths influence the development of self. We propose the concept of ‘subjectified subjectivity’ to grasp these person-environment dialectics in a general form. By elaborating on these conceptual understandings of youth life, the article also seeks to understand y...

Sigtet med artiklen er at problematisere gene- relle tendenser til abstrakte forståelser af per- soner og institutioner; abstrakte forståelser, der – idet de bygger på en ensliggørelse af personer og institutionelle praksisser – sætter mennesker under stort pres under de nuværende neoliberale samfundsvilkår. Indivi- duel succes eller mangel på succ...

In the paper I argue that the great impact of empiricism on psychology and the enclosed dualist agenda traps psychological phenomena into subjectivism. By discussing the phenomena of nothingness in biological and cultural life it is argued that meaning must be considered as a phenomenon that represents both a fit and a misfit of the individual with...

In this chapter, dynamic methodologies are viewed as empirically and theoretically informed tools which help the researcher to study developmental processes. Dynamic methodologies will be discussed from an ecological perspective, that is, by taking seriously the individual—environment reciprocity as the unit of analysis. This perspective brings int...

I discuss Eugene Matusov's claim that there is a clash between the cultural-historical paradigm and the sociocultural paradigm within Vygotskian academia. I argue that even though the paradigms may look quite opposite, none of them seem to be based on a dialectical (Hegelian) analysis of culture and on the concreteness of cultural change and develo...